The Effectiveness of a Time Delay Procedure along with the Learn Unit on the Acquisition of Matching Pictures to Three Dimensional Objects for Three Children with Autism
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The purpose of this study was to test the effects of a time delay procedure along with the learn unit on the acquisition of matching pictures to three dimensional objects for three children with autism. The study was a single subject design using the Applied Behavior Analysis (ABA) which is known as one of the effective interventions for children with autism. The participants were two 4‐year‐old males and one 5‐year‐old male children diagnosed with autism in a self‐contained classroom who functioned at a pre‐speaker/pre‐listener level of verbal behavior. The independent variable was the time delay procedure along with the learn unit and the dependent variable was performance on matching 20 different pictures to three dimensional objects for three children with autism following teachers’vocal antecedent along with the presentation of pictures. For data collection, the teachers used event recording, and the TPRAO (Teacher Performance Rate and Accuracy Observation) was conducted by a classroom teacher. An interobserver agreement was conducted on 92% of all sessions with 100% agreement. A multiple probe delayed multiple baseline design across children was used. The criterion was set at 90% accuracy across two consecutive sessions. Two independent teachers rotated to collect, and independently record data. Results show that the time delay procedure was an effective tactic (i.e., method) in teaching these three children with autism the matching repertoire.
Abstract
The purpose of this study was to test the effects of a time delay procedure along with the learn unit on the acquisition of matching pictures to three dimensional objects for three children with autism. The study was a single subject design using the Applied Behavior Analysis (ABA) which is known as one of the effective interventions for children with autism. The participants were two 4‐year‐old males and one 5‐year‐old male children diagnosed with autism in a self‐contained classroom who functioned at a pre‐speaker/pre‐listener level of verbal behavior. The independent variable was the time delay procedure along with the learn unit and the dependent variable was performance on matching 20 different pictures to three dimensional objects for three children with autism following teachers’vocal antecedent along with the presentation of pictures. For data collection, the teachers used event recording, and the TPRAO (Teacher Performance Rate and Accuracy Observation) was conducted by a classroom teacher. An interobserver agreement was conducted on 92% of all sessions with 100% agreement. A multiple probe delayed multiple baseline design across children was used. The criterion was set at 90% accuracy across two consecutive sessions. Two independent teachers rotated to collect, and independently record data. Results show that the time delay procedure was an effective tactic (i.e., method) in teaching these three children with autism the matching repertoire.
참고문헌 (25)
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